UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA

1

UNIVERSIDAD ESTATAL PENÍNSULA DE

SANTA ELENA

INSTITUTO DE POSTGRADO

MAESTRÍA EN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS MENCIÓN ENSEÑANZA DE INGLÉS

TÍTULO DE LA MONOGRAFÍA

¨THE ECRIF FRAMEWORK AS A PLANNING TOOL TO FOSTER ORAL

INTERACTION¨

PREVIO A LA OBTENCIÓN DEL TÍTULO DE MAGÍSTER EN

PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

MENCIÓN ENSEÑANZA DE INGLÉS.

AUTOR

LIC. KAREN IVETTE BRIONES CEDEÑO

TUTOR

LIC. ITALO RIGOBERTO CARABAJO ROMERO, MSC.

SANTA ELENA- ECUADOR

2022

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APROBACIÓN DEL TUTOR

En mi calidad de Tutor de la Monografía , ‘‘The ECRIF Framework as a Planning Tool to Foster

Oral Interaction’’, elaborado por la maestranda Lic. KAREN IVETTE BRIONES CEDEÑO,

egresada de la MAESTRÍA EN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS MENCIÓN ENSEÑANZA DE INGLÉS PRIMERA COHORTE, de la

Universidad Estatal Península de Santa Elena, previo a la obtención del Título de Magíster EN

PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MENCIÓN

ENSEÑANZA, me permito declarar que luego de haber orientado, dirigido científica y

técnicamente su desarrollo y estructura final del trabajo, cumple y se ajusta a los estándares

académicos y científicos, razón por la cual lo apruebo en todas sus partes.

Atentamente,

__________________________________

Lic. Ítalo Rigoberto Carabajo Romero, MSc.

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TRIBUNAL DE GRADO

__________________________________ _______________________________

Q.F. Rolando Calero Mendoza, PhD. Lic. Ítalo Carabajo Romero, MSc.

DIRECTOR DE POSTGRADO DOCENTE TUTOR

______________________________________ ______________________________________

Lic. Yuri W. Ruíz Rabasco, MSc. Ing. Xavier Antonio Almeida Briones, MSc.

COORDINADOR DE POSTGRADO ESPECIALISTA DEL ÁREA

______________________________________

Ab. Víctor Manuel Coronel Ortiz, MSc.

SECRETARIO GENERAL

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DECLARACIÓN DE RESPONSABILIDAD

YO, KAREN IVETTE BRIONES CEDEÑO

DECLARO QUE:

El Trabajo de Monografía “The ECRIF Framework as a Planning Tool to Foster Oral

Interaction”, previa a la obtención del Grado Académico de MAGÍSTER EN PEDAGOGÍA

DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MENCIÓN ENSEÑANZA DE

INGLÉS, ha sido desarrollado con base a una investigación exhaustiva, respetando derechos

intelectuales de terceros conforme las citas y cuyas fuentes se incorporan en la bibliografía.

Consecuentemente este trabajo es de mi total autoría.

En virtud de esta declaración, me responsabilizo del contenido, veracidad y alcance científico del

trabajo de titulación.

Santa Elena, 17 de febrero del 2022

LA AUTORA

_____________________________________

Lic. Karen Ivette Briones Cedeño

C.I. 094043232-1

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AUTORIZACIÓN DE AUTOR

Autorizo a la Universidad Estatal Península de Santa Elena, para que haga de este trabajo de

titulación o parte de él, un documento disponible para su lectura consulta y procesos de

investigación, según las normas de la Institución.

Cedo los derechos en línea patrimoniales del trabajo de monografía con fines de difusión

pública, además apruebo la reproducción de esta monografía dentro de las regulaciones de la

Universidad, siempre y cuando esta reproducción no suponga una ganancia económica y se

realice respetando mis derechos de autor.


C.I. 094043232-1

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Dedication

I would like to dedicate this work to my beloved relatives:

To my parents: Yonny and Nelly, for being role models to me, for their love, guidance, and

support throughout my life.

To my siblings: Juan Carlos and Gisella, for encouraging me to pursue my dreams.

All of them have been the major inspiration to achieve this goal. Without their true love, and

continued support, I would not have had the courage to make this dream come true.

Karen.

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Acknowledgment

First and foremost, I would like to express my thanks to my dear God for giving me the health,

intelligence, and strength to conclude this investigation work and for giving me more than I

deserve by having in my life wonderful human beings.

One of them is my mother who I am thankful for her unconditional aid and all the sacrifices she

has done on my behalf.

I would like to thank the Peninsula of Santa Elena State University for forming me as a

professional and having access to quality education, also to my professors and classmates for the

experiences we lived together.

A special thanks to my advisor for his ideas and suggestions that helped me to complete this

work.

Karen.

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Index

APROBACIÓN DEL TUTOR ..................................................................................................... 2

TRIBUNAL DE GRADO ............................................................................................................. 3

DECLARACIÓN DE RESPONSABILIDAD ............................................................................ 4

AUTORIZACIÓN DE AUTOR ................................................................................................... 5

Dedication ...................................................................................................................................... 6

Acknowledgment ........................................................................................................................... 7

Index ............................................................................................................................................... 8

Glossary ....................................................................................................................................... 10

Resumen ....................................................................................................................................... 11

Abstract ........................................................................................................................................ 12

Introduction ................................................................................................................................. 13

Chapter I ...................................................................................................................................... 15

Topic: ........................................................................................................................................ 15

Presentation ............................................................................................................................. 15

Objectives ................................................................................................................................. 15

Justification ................................................................................................................................. 16

Methodology ................................................................................................................................ 16

Content ......................................................................................................................................... 17

Chapter II .................................................................................................................................... 18

Literature Review .................................................................................................................... 18

ECRIF Framework studies .................................................................................................. 18

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The origin and meaning of ECRIF...................................................................................... 19

ECRIF Procedures ............................................................................................................... 20

ECRIF stages ........................................................................................................................ 20

Teachers’ and students’ roles according to the ECRIF framework ................................... 23

Communicative Language Teaching ................................................................................... 23

Oral Interaction .................................................................................................................... 25

Chapter III ................................................................................................................................... 27

Conclusions .............................................................................................................................. 27

Recommendations ................................................................................................................... 27

References .................................................................................................................................... 28

Appendix ...................................................................................................................................... 30

Appendix A .................................................................................................................................. 30

Appendix B .................................................................................................................................. 31

Appendix C .................................................................................................................................. 33

APPENDIX D .............................................................................................................................. 35

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Glossary

Accuracy: Accuracy refers to how correct learners' use of the language system is, including their

use of grammar, pronunciation, and vocabulary.

Approach: An approach is a way of looking at teaching and learning. It gives rise to methods,

the way of teaching something, which use classroom activities to help learners learn.

Brainstorming: Brainstorming is the random generation of ideas based on a topic.

Communicative competence: It refers to a learner's ability to use language to communicate.

Drilling: Drilling is a classroom technique used to practice a new language. It involves the

teacher modeling a word or a sentence and the learners repeating it.

Eliciting: Eliciting is a term that describes a range of techniques that enable the teacher to get

learners to provide information rather than giving it to them.

Feedback: Feedback is information a teacher or another learner, gives to learners on how well

they are doing, either to help the learner improve specific points, or to help plan their learning.

Fluency: Fluency refers to how well a learner communicates meaning rather than how many

mistakes they make in grammar, pronunciation, and vocabulary.

Input: Input refers to the exposure learners have to authentic language in use. This can be from

various sources, including the teacher, learners, and the environment around the learners.

Productive language skills: The productive skills are speaking and writing because learners

doing these need to produce language. They are also known as active skills.

Scaffolding: Scaffolding is breaking up the learning into small units or chunks, and providing a

tool for each chunk.

Target language: The target language is the language learners are studying, and also the

individual items of language that they want to learn, or the teacher wants them to learn.

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UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA




Tema: ¨El Marco ECRIF como Herramienta de Planificación para Fomentar la Interacción Oral¨

AUTOR:


TUTOR:


Resumen

Esta investigación documental intenta describir el Marco ECRIF y su papel en el desarrollo de la

interacción oral. El marco ECRIF fue instaurado por Josh Kurzweil y Mary Scholl entre 2004 y

2005 como una alternativa en la enseñanza de un idioma extranjero para la Escuela Internacional

de Capacitación y ha sido utilizado en cursos de certificación internacional para docentes de

inglés - SIT TESOL, así como en una serie de talleres. ECRIF comprende etapas de Encontrar,

Aclarar, Recordar, Interiorizar y Usar con fluidez. Este marco enfoca su interés en las etapas de

aprendizaje y observa cómo aprenden las personas. Su objetivo es brindar una herramienta que

los docentes puedan usar para examinar las actividades de los educandos desde la perspectiva del

aprendizaje de los estudiantes mientras intentan descubrir dónde se encuentran los estudiantes en

el aprendizaje del idioma. Lo que hay que resaltar de ECRIF es la atención que pone en las

etapas del proceso de aprendizaje de los estudiantes, de esta manera, el docente planifica las

actividades y contenidos que favorezcan principalmente al aprendizaje.

Palabras clave: ECRIF, Aprendizaje de idiomas, andamiaje, interacción oral.

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UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA




Theme: ¨The ECRIF Framework as a Planning Tool to Foster Oral Interaction¨ AUTHOR:


ADVISOR:


Abstract

This documentary research attempts to describe the ECRIF Framework and its role in the

development of oral interaction. The ECRIF Framework was developed by Josh Kurzweil and

Mary Scholl between 2004 and 2005 as an alternative in teaching a foreign language for the

International Training School and has been used in many International Certification Courses for

teachers of English - SIT TESOL, as well as in a series of workshops. ECRIF comprises stages

of Encounter, Clarify, Remember, Internalize, and Fluently use. This framework focuses its

interest on the stages of learning and looking at how people learn. It aims to provide a tool that

teachers can use to examine student activities from the perspective of student learning while

trying to discover where the students are in language learning. The key of ECRIF is the attention

it puts on the learning process students are going through, in this way, the teacher plans the

activities and thinks about the content to serve learning primarily.

Keywords: ECRIF, Language learning, scaffolding, oral interaction.

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Introduction

The Industrial Revolution and the rise of trade opportunities have influenced in

considering foreign language as a means of communication with people from everywhere. In the

case of the English language, which has become a Lingua Franca, the demand for proficient

English speakers is a need in many occupations and professions. There is a necessity for

effective teaching and learning of English in numerous contexts. Therefore, a permanent search

for better methods in language teaching has been a concern of language teachers and linguists

intending to have proficient English language users. Experts say that speaking is one of the most

important skills when learning a foreign language since it is the basis to communicate.

One of the new approaches considered to facilitate foreign language teaching and

promote oral interaction is the ECRIF Framework which stands for five words: Encounter,

Clarify, Remember, Internalize, and Fluently use. Khalaf (2016) stated that ECRIF allowed

learners to become more autonomous. Likewise, Tamrabet (2018) pointed out that the ECRIF

framework improves learners’ communicative competence.

In Ecuador, most students begin learning the English language in primary school.

However, after many years of studying English as a Foreign Language, they face many

difficulties communicating their ideas. Hence, it is necessary to consider the use of ECRIF in

providing efficacious teaching that fosters students’ interaction and allows the learner to enhance

their communicative competence. Based on previous research, it can be concluded that ECRIF

may become the means to facilitate lesson planning and enhance the speaking skills through each

of its stages. Finally, it is recommended that investigations like this should be converted to

applied research to investigate the students and teachers’ perceptions about ECRIF.

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This research is divided into the following chapters:

CHAPTER I contains the presentation, objectives, justification, and methodology.

CHAPTER II corresponds to the theoretical Framework.

CHAPTER III corresponds to the conclusions and recommendations.

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Chapter I

Topic:

The ECRIF Framework as a Planning Tool to Foster Oral Interaction

Presentation

Throughout the years, important innovations have been observed in the area of teaching

English as a foreign language. Various authors have redefined and proposed different methods

that help the acquisition and production of a foreign language. Between 2004 and 2005 Josh

Kurzweil and Mary Scholl wrote the book "Understanding Teaching Through Learning" in

which they propose a new teaching method for the active participation of the students. The

ECRIF framework, in its acronym “Encounter, Clarify, Remember, Internalize, and Fluently

Use”, focuses its strategy on productive skills. This framework can be used for constant

monitoring and advice during the student's learning process, as well as for timely feedback,

through different stages where the student's progress is verified. The reflection ability of the

teachers who apply the ECRIF framework is strengthened, since it requires reflection on their

performance as teacher and the reactions of their students after each lesson.

Objectives

Provide a better understanding of the ECRIF framework and its influence on the

development of oral interaction through documentary research.

Describe each stage of the ECRIF framework and activities that students may practice to

produce the language.

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Justification

The final aim of learning a language is to use the target language to convey ideas in an

efficient and meaningful way. Based on the experiences acquired as teachers of the English

language, it has been observed that neither the methodologies for teaching a second language nor

the textbooks and the didactic material are designed to promote the natural knowledge

acquisition and retention process. At the same time, they are not designed in a way to meet the

different learning styles of the students, thus generating disadvantages for those not included in

the activities to be carried out in the classroom. Hence, it is detrimental to implement teaching

methodologies that help learners achieve that goal. The purpose of this work is to describe a new

framework to teach foreign languages such as ECRIF. It is clear that the Language Teaching and

Learning Framework pioneered by Kurzweil and Scholl presents a useful guide for planning and

teaching in the communicative method era. Hopefully, ECRIF can be put into consideration of

upcoming lesson plans as an alternative to foster English language production.

Methodology

This investigation uses documentary research. Documentary research is conducted

through the consultation of documents (books, magazines, newspapers, constitutions, etc.). Data

collection must be a well-defined systematic process and sources must be cited. Documentary

research relies principally on the information that is consulted in documents, this term being

understood, in a broad sense, as all material of a permanent nature, that is, which can be used as

a source or reference at any time or place. The documentary sources can be written documents,

such as books, newspapers, notarial acts, surveys, and written conferences; film documents, such

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as films, slides, recorded documents, such as records, tapes, and cassettes, even electronic

documents such as web pages.

Content

In the next chapter, the results of some of the latest research studies and relevant

information related to ECRIF, the Communicative Language Teaching approach, and oral

interaction is presented.

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Chapter II

Literature Review

This paper has its support based on various authors of articles, papers, and books. The

researcher took articles of significance from diverse sources like google scholar, and University

repositories to support this investigation.

ECRIF Framework studies

In one study conducted by AlSaleem (2018), the researcher described that students had

problems internalizing vocabulary. As a solution, AlSaleem applied the ECRIF framework

dividing a group of 225 students into two classes: 125 students where ECRIF was applied and

100 students where the traditional strategy was applied. Additionally, the researcher used a pre-

test and post-test to collect data. AlSaleem concluded that there were statistically significant

differences in vocabulary accomplishment between the experimental and the control group in the

post-test in favor of ECRIF. Considering those outcomes, the study suggested the

implementation of ECRIF to obtain better results in students’ vocabulary retention in English as

a foreign language.

In another study, Paredes (2019) compared two methods for teaching productive skills:

the ECRIF Framework and the traditional method. The research aimed to determine which

teaching method was the most suitable for students. Paredes used an observation sheet to gather

data and established a comparison between the two teaching methods concluding that ECRIF

was the most appropriate method for learners because it motivated them during the lesson, and

learners demonstrated confidence and spontaneity in practicing English.

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In one last study carried out by Caiza (2021) with 32 teenage students and ten Zoom

sessions to collect data. The researcher used a pre-test and a post-test. using a speaking rubric.

The rubric considered three criteria: grammar and vocabulary, fluency, and interactive

communication. In light of the results, Caiza stated that ECRIF facilitates the activities planning

to foster oral participation. These activities go from controlled to spontaneous practice. In

addition, the researcher suggested that teachers need to choose the activities carefully based on

ECRIF to achieve the lesson objectives.

The origin and meaning of ECRIF

Mary Scholl and Josh Kurzweil created the ECRIF framework 2005 when they wrote the

book Understanding Teaching Through Learning. ECRIF was in conceived as an alternative to

the Presentation, Practice, Production (PPP) approach. Josh Kurzweil says that one of the

troubles that he often has with PPP is figuring out the protagonist of a lesson. For him, just the

word “present” in most cases invites instructors to do a long presentation, which in turn is

basically a teacher-fronted class and it should not be in that way, because the students should be

the main protagonists of the learning process.

ECRIF has become popular in Teaching English for Speakers of Other Languages

(TESOL) courses. The ECRIF framework is deeply related to scaffolding and guides teachers in

planning productive language skills. Khalaf (2016) defines ECRIF as a lesson-designing

framework that controls learning as it considers the learners’ level and the educational materials.

Al-Mobayed (2016) states that the ECRIF framework is an indispensable resource for educators

to understand how students can perform the interactive process of mastering a language. ECRIF

concentrates on learners, it examines how students can learn a language and focus on student-

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centered collaboration. The ECRIF framework is an acronym. It stands for five words:

Encounter, Clarify, Remember, Internalize, and Fluently use.

ECRIF Procedures

ECRIF is associated with active learning strategies, that are embodied in centering on the

procedures that are required to observe the learner’s activities and analyze his performance

during the learning process. These procedures can guide the teachers to create an accurate plan

for classroom flow. These are the key procedures that can be related to the ECRIF framework:

1. Planning lessons and knowing the educational materials.

2. Focusing on the student’s performance in the learning process and estimating his level.

3. Reflecting after a lesson by contemplating on the students’ performance.

Cordero & Perez (2014) claim that many goals can be accomplished through ECRIF for

both instructors and students. The ultimate goal is to increase opportunities for observing

learners' performance during their learning process. ECRIF is valuable for instructors as it equips

them with procedures to monitor content and activities based on students’ learning.

ECRIF stages

Encounter

Encounter is the first stage of the learning process, which attempts to activate learners’

background knowledge. The instructor chooses a suitable input from the immediate knowledge

that is related to the topic of the lesson, and then he intends to create situations through which

students can gain a background about the target topic. This stage includes the following

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activities: pictures, storytelling, categorizing, sorting, predicting, matching activity, identifying

correct and incorrect answers, and asking checking questions.

Clarify

According to Khalaf (2016), clarify is a stage that arises inside the learner. The focus

relies on the learner and his ability to connect the target vocabulary with correct form, meaning,

and/or pronunciation. Teachers’ role is important in this stage as they help learners to clarify the

information. Teachers check or assess students´ understanding by using comprehension checking

questions (CCQ´s). This stage occurs when the student can figure out, for example, the correct

meaning or pronunciation of a word, or the best use of a certain grammar structure. Clarify

involves gap fill, scrambled words, drilling, information gap, searches, guessing games, reading

scripts, and matching.

Four kinds of CCQ’S

1. Non-verbal affirmation—“Bring me an apple.”

2. Positive/negative “Is this an apple?” “Can I buy oranges at the market?”

3. Discrimination “If I want to buy pears, do I go to the pharmacy or the market?”

4. Short answer “What is the name of a local market?”

Remember

This stage refers to committing new material to memory. There is strong scaffolding at

this stage. Remember stage is characterized by repetition and drilling. This stage involves picture

card games, information gaps, matching, reading scripts, scrambled words/sentences, and short-

answer activities. The activities for this stage are also called controlled practice. This means that

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the students have lots of support to successfully complete the activities. Those activities help

learners gain confidence and develop accuracy with the target material.

Internalize

In the internalized stage, the target material is committed to long-term memory. This

stage depends on continuous less controlled and freer practices where learners can make suitable

decisions and choose from the options depending on the information given without the teacher’s

support. After the information has been internalized, the student does not need to rely on support

materials because the information is already stored in his memory. In this stage, the students are

able to use the language more naturally. Internalize comprises information gaps, find someone

who, role plays, discussions, and debates.

Fluently use

According to Cordero & Perez (2014), this is the final stage and the goal of the learning

process. It is the stage where students can use the language fluently in a personalized and

meaningful way. The interaction dynamic is usually s-s or small groups. This knowledge

production is the outcome of learners’ understanding and internalization of the target material.

Fluently use contains poster presentations, storytelling, debates, discussions, and roleplays. It is

important to remark that teachers should not use corrective feedback during fluency activities

because it interrupts the flow of production of the language.

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It is necessary to point out that ECRIF is not a linear framework. Students can practice

fluency before they have internalized the target grammar or vocabulary. They can go back to

clarify any information that is not completely understood, then find themselves back to drill or

fluency practice. After students have internalized the meaning of a specific structure, they might

encounter a new meaning that again directs them to clarify, remember, and so on. Given the fact

that the ECRIF framework is not linear, teachers can order the stages of the lesson based upon

the students’ learning. It may be that a teacher starts a lesson with fluency practice or goes back

to pronunciation drilling based upon the assessment of the students’ production in the

internalization or fluently use stage.

Teachers’ and students’ roles according to the ECRIF framework

The teaching process becomes learner-centered through ECRIF. The first step consists of

accepting the learners’ levels, their interests, needs, and individual differences. Learners have

new roles that encourage them to be active users of the target language. Teachers assume a more

creative role in ECRIF. They should be more aware of their decisions that reflect the best options

for classroom activities. Furthermore, ECRIF enables educators to become a facilitator in the

learning process by creating social contexts and combining techniques to foster learning.

Communicative Language Teaching

After the decline of the Audiolingual Method (the early 1960s), a rooted behavioristic

approach, it became evident that students needed a central role and a reduction of teacher talking

time was crucial to accomplish that goal. Therefore, teachers simply got students to talk through

pair or group work. However, this increase in intensity in student talk did not mean that students

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communicated among themselves since the activities were highly controlled. Due to this

situation, the Communicative Language Teaching approach emerged in the 1980s as a response

to the demand of proficient users of a language. CLT has been defined as a set of various

principles that stress the engagement of learners in meaningful, authentic, and fluent

communication, generally through task-based activities which seek to increase chances for the

expression, and negotiation of meaning in an integrated language skills context; and facilitate

discovery learning of the grammatical, sociolinguistic, strategic, pragmatic and discourse rules of

the target language to develop communicative competence.

CLT envisions an ideal classroom where learners have a leading role and meaningful

interaction is promoted. In order to have learner-centered lessons, the teacher’s role must be that

of a facilitator. In consequence, learners become active participants who are responsible for their

learning. Cooperation with classmates is critical. Meaningful interaction is attained through

activity types that promote fluency such as those that replicate natural use of language.

In Ecuador, CLT has been adopted as the key approach to language teaching;

nevertheless, it must be stressed that CLT is a set of approaches rather than a single one. The

shift from a single paradigm to a distributed paradigm has had significant implications for

teaching, learning design, and classroom environments. CLT places emphasis on activities that

encourage real communication and create the need for meaningful language use. The

development of Communicative Language Teaching (CLT) has brought a variety of activities for

creating a real oral interaction in the EFL classroom.

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Oral Interaction

Speaking is a crucial skill to learn a language. It is recognized as one of the most

beneficial and interactive skills to communicate in English. It is a skill that is necessary to

perform authentic situations in and outside the classroom. Students can improve their speaking

skills through oral interaction. Oral interaction refers to the usage of the target language in its

spoken form in meaningful conversations with partners. It encompasses language production, but

also active listening. Classroom interactions are necessary to develop language knowledge and

skills to help students improve their communicative competence (Contreras & Chapetón, 2016).

Oral interaction possibly is the best teaching strategy to improve learners’ speaking skills and

encourage them to produce language.

According to Eisenring & Margana (2019), interaction turns out to be the principal way

for teachers and students to interchange their feelings, ideas, opinions, among others. Teacher-

students’ and students' interactions play a major role in foreign language acquisition. There are

activities like role-plays, simulations, debates, discussions, among others called communicative

activities which are used by teachers to promote oral communication.

ECRIF seems to meet up the requirements of Communicative Language Teaching.

ECRIF is a flexible, dynamic, coherent instructional framework. It guides language instructors to

be conscious of the student’s learning experience in an organized and contextualized way to

maintain students’ interest and motivation. It aids instructors in the designing and organization of

the activities from the controlled to the less controlled ones and finally to the use which is free in

a way that this practice will lead gradually to the fluent use of the target language for authentic

communication. The procedure and the practice activities designed, adapted, and applied by the

language instructor at each stage are intended to give students the knowledge and experiential

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learning needed to attain language fluency at the end of a process. It is required for the

instructors to play several roles in the different stages of a lesson. They can take the role of

presenters, designers, organizers, guiders, scaffolders, discussion leaders, resource providers,

needs analysts, and facilitators to lead the students along the sequence of different learning

activities (ECRIF stages) to achieve the different objectives of the productive lesson.

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Chapter III

Conclusions

Based on previous studies related to the ECRIF framework and its influence on oral

interaction, it can be said that ECRIF facilitates the planning of a lesson, and its activities per

stage promote the development of the speaking skill. The implementation of ECRIF in language

teaching carries many benefits and challenges at the same time. Educators have to bear in mind

that the acquisition of a foreign language is not an easy task, it is a complex process that requires

lots of practice. Students need to follow a set of steps (E-C-R-I-F) that prove certain grades of

language acquisition. ECRIF stimulates learners to discover, remember, and recall the new target

language through personalized activities. In this light, ECRIF could be the path to make lessons

learner-centered, dynamic and meaningful to students.

Recommendations

The implementation of ECRIF in the EFL classroom may be a positive first step toward

incorporating a framework to guide English language teaching and learning under the principles

of CLT which attempts to aid learners to become fluent and effective users of the language. It is

recommended to apply the ECRIF Framework either in a face-to-face or online class to develop

the speaking skill because each stage involves enough scaffolding to help learners communicate

spontaneously. Hence, the ECRIF Framework can make the difference compared to other

language teaching approaches which are teacher-centered. On the other hand, ECRIF drives

teachers to plan learner-centered lessons and step-by-step activities or tasks that resemble real-

life communication. Additionally, investigations like this should be replicated and converted to

applied research to investigate the perceptions of teachers and students about ECRIF.

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References

Al-Mobayed, A. (2016). Investigating Development in Pedagogical Knowledge and Teaching

Skills among Pcelters. Al-Azhar University-Gaza. Retrieved 2022, from

http://dstore.alazhar.edu.ps/xmlui/bitstream/handle/123456789/1057/20130026.pdf?seque

nce=1&isAllowed=y

AlSaleem, B. I. (2018). The Effect of ECRIF Strategy on EFL Seventh Graders’. Arab World

English Journal. https://doi.org/https://dx.doi.org/10.24093/awej/vol9no2.5

British, C. (s.f.). Teaching English. Retrieved 2022, from https://www.teachingenglish.org.uk/

Caiza, G. (2021). THE EFFECT OF ECRIF FRAMEWORK ON THE DEVELOPMENT OF

SPEAKING SKILL ON STUDENTS. Master's Thesis, Universidad Tecnica de Ambato,

Ambato. Retrieved 2021, from https://repositorio.uta.edu.ec/handle/123456789/32769

Contreras, J., & Chapetón, C. (2016). Cooperative Learning With a Focus on the Social: A

Pedagogical Proposal for the EFL Classroom. HOW Journal, 23.

https://doi.org/https://doi.org/10.19183/how.23.2.321

Cordero, P., & Perez, R. (2014). The Use of Ecrif Framework to Improve the Speaking Skills in

EFL Classes for 9th Graders of Conversational English Workshop at CTP Santa Lucía.

Thesis, Santa Lucia.

Eisenring, M., & Margana. (2019). THE IMPORTANCE OF TEACHER – STUDENTS

INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT).

PRASASTI: Journal of Linguistics, 9. https://jurnal.uns.ac.id/pjl/article/view/17052/20324

Khalaf, R. (2016). The effect of learning-centered training on enhancing student-teachers'

practice teaching skills at AUG. http://scholar.alaqsa.edu.ps/1993/

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Muñoz, C. (2013). ECRIF IN THE ENGLISH CLASSROOM: STUDENTS PERCEPTIONS

REGARDING ITS IMPLEMENTATION. Master's thesis, PONTIFICIA UNIVERSIDAD

CATÓLICA DEL ECUADOR, IBARRA. Retrieved 2022, from Ecrif:

https://www.ecrif.com/uploads/3/1/6/3/3163972/ernesto_santos_thesis_ecrif.pdf

Paredes, N. (2019). Comparing two methods for teaching productive skills of the English

Language. Red Santo Domingo Investiga, Santo Domingo.

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para-la-ensenanza-de-habilidades-productivas-del-idioma-ingles

Scholl, M., & Kurzweil, J. (s.f.). ECRIF: Seeing Learning. Retrieved 2021, from

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Tamrabet, N. (2018). The Implementation of the ECRIF model in enhancing learners'

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%20model%20on%20the%20%20Intercultural%20Communicative%20competence.pdf

30

Appendix

Appendix A

Source: https://sites.google.com/site/globalteflinc/lesson-planning

Students engage an oral or written text, dialog, situation, to encounter new the

new target language. Should be contextualized.

ECRIF STAGES (continued)—Description and Content

R

*

I

Cocktails Conversation Grids—daily routines, Find Someone Who (using set structure) Less controlled games Information Gaps

(normally not personalized)

F

Structure repetition drills (repeat after teacher) Simple substitution drills (mechanical) (T supplies vocab and Ss plug into structure) Dialogue—repetition Simple substitution drills (meaningful) (T points to a picture or acts out and Ss use in

structure.) Transformation drills—change statement to question, active to passive, present to

past Q & As Plug-in dialog—(T directed) (see Scaffoled Ds)

C

Concept-Checking questions for understanding of vocabulary and structures that

were encountered.

Showing understanding by pointing, matching, categorizing, ordering, answering

yes/no questions.

E

Task Completions Discussions Open-ended Games Debates

Cocktails (mixers) Gallery Walks

Presentations Role plays Interviews Conversation Grids Situation Cards Opinion Gaps

https://sites.google.com/site/globalteflinc/lesson-planning

31

Appendix B

ECRIF in the classroom

At this stage teachers can help students by Activities at this stage might include

E

N

C

O

U

N

T

E

R

Providing a clear context

Give students a chance to talk about a topic.

This burst of fluency at the beginning of the

lesson can help establish context and help

students activate experiences, vocabulary,

and grammar that may help them in the

lesson.

Providing a text to read or listen to. First focus

on the overall meaning of the text to establish

context.

Eliciting vocabulary, sentences from students

Ex. What words do you know to describe

personality?

Brainstorming vocabulary

Answering questions with the target language in it.

Labeling or describing a picture

Doing a gap fill activity

Using keywords to make sentences or complete a

dialogue

Choosing the best response or question for a

dialogue

Marking particular words, phrases, or sentences in

a text.

C

L

A

R

I

F

Y

Finding out what students already know.

Providing students a chance to peer teach. Ex.

Show each other the meaning

Eliciting ideas from students rather than just

telling them.

Being ready to explain the language item in a

variety of ways

Highlighting the language item on the board

with different colors.

Slowing down or repeating the language item

several times

Asking concept check questions

Matching meanings or rules to words or sentences

Sorting sentences or words into groups ( Ex.

adjectives vs. adverbs, finished actions vs.

unfinished actions)

Discuss the meaning, pronunciation, or rules of the

language items.

Using dictionaries

R

E

M

E

M

B

E

R

Doing choral repetition

Paying close attention to problems that

students may have

Giving students specific feedback (Ex. Is

their answer or pronunciation correct?

Having students quiz each other (Ex. With

pictures, meanings, and words)

Having students do drills (Ex. Making or changing

a sentence from keywords)

Playing games like Bingo, concentration

Doing a lot of recognition activities

Saying a word or sentence and pointing to a

picture.

Matching questions/ answers, meanings and

words, sentences, and situations, etc.

32

I

N

T

E

R

N

A

L

I

Z

E

Providing chances to use the vocabulary or

structure to talk about themselves.

Giving students “think time” to get ideas or recall

experiences.

Allowing students to write and ask questions first

and then put away the paper during the

subsequent fluency activity.

Describe using the target language or skill.

Doing gap-fill activities

Information gap: Students A/B have different

information, must communicate to get the

information the other has

Correcting sentences

Creating a survey: use words to make a survey

to ask other students

Making sentences about yourself: make true

sentences about people

Putting words in order: get a list of words, put

them so that makes sense.

Ranking: put words in order based on

preferences, usefulness, etc. Students choose

their best 3 or worst 3

F

L

U

E

N

T

L

Y

U

S

E

Providing a good model of the activity

Providing a clear communicative task that is

motivating and real to students

Encouraging students to ask more questions and

giving longer answers.

Giving students enough time to get ideas

Noting errors that students make (for future

lessons) but not correcting in the moment as it

can interfere with student communication

Retelling story: List of TL, teacher tells a story,

students teach words they hear as they listen.

Retell the story to their partner using the words

Doing a role-play

Discussing questions

Jigsaw activities in which students teach each

other about a topic

Making a decision together. Ex. What should

we take on a desert island and why? OR Who

should receive the scholarship?

Source: https://www.ecrif.com/planning-with-ecrif.html

https://www.ecrif.com/planning-with-ecrif.html

33

Appendix C

Lesson Plan Form

Action points (Things you are working on or experimenting with in your teaching, based on previous experience and reflection):

1. Clear instructions.

2. Monitoring to make sure students are active in breakout rooms.

3. Motivating students’ participation.

What is your Student Learning Objective for the lesson?

By the end of the lesson, SWBAT: USE Should and shouldn´t TO give advice to different problems IN pairs

When/How in the lesson will I check students’ progress toward the above Learning Objective? What behaviors/activities will show me whether they

have mastered the material?

From the first activity, they will ask and answer orally and in the chat box. I will see how they do with the activities as I monitor. I will ask them to perform

some dialogues to check the way in which they give the advice to different problems.

Preliminary considerations:

a. What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson?

They already know verbs in infinitive and vocabulary related to daily problems according to their ages.

b. What aspects of the lesson do you anticipate your students might find challenging/difficult?

To give the appropriate advice to each problem, maybe they find it difficult to analyze the correct advice.

c. How will you avoid and/or address these problem areas in your lesson?

I will help them with some cues based on pictures or showed in the chat, also I will ask to other learners for help.

34

Time Framework

Stage

Procedure

Teacher will… Students will…

Interaction

(T-S/S-S/S),

VAKT

Materials Needed

16:00 Encounter Present a matching activity that is

based on some real life problems.

Ask students to read the problems

from the PPT, then ask them to

give advice for each problem, this

activity will be in the whole group.

Introduce the forms of modal verb

SHOULD.

Answer in the chat box.

Provide the advice for each problem based on the example, this

activity is in the whole group and orally .

T-SS

S-SS

Zoom.

PPT https://docs.google.com/presentat

ion/d/1Bm3yY9SZNpOlGBdWQ

wCvrn_cRqUwatHw/edit?usp=sh

aring&ouid=1166680106522211

71662&rtpof=true&sd=true

16:12 Internalize Ask students to read the problems

in column A and advice in column

B, demonstrate the activity with

two examples.

Ask students to match them in the

live worksheet.

Provides the link to students to

work in breakout rooms.

Students work in the liveworksheet, matching the problems with

the corresponding advice.

T-Ss

Ss -Ss

PPT https://docs.google.com/presentat

ion/d/1Bm3yY9SZNpOlGBdWQ

wCvrn_cRqUwatHw/edit?usp=sh

aring&ouid=1166680106522211

71662&rtpof=true&sd=true

Liveworksheet https://es.liveworksheets.

com/qx1812355tu

16:18 Internalize Ask students to read a conversation

between two students.

Ask students to go into the

breakout rooms to perform the

same dialogue in pairs.

Read the conversation and perform it in pairs.

Go into the breakout rooms to practice the conversation in pairs,

based on the provided pictures.

T-SS

Ss- Ss

Zoom

PPT https://docs.google.com/doc

ument/d/1Hwfe7ojogydV4F

p-sKhMhx9R3LViDx-O-

wDAeAIvOlo/edit

16:25 Fluently use Teacher models an example of a

problem and ask a strong student to

give the advice and vice versa.

Checks and support students’

participation.

Tell their problems and provide with some advice to their peers.

T – Ss

Zoom

https://docs.google.com/presentation/d/1Bm3yY9SZNpOlGBdWQwCvrn_cRqUwatHw/edit?usp=sharing&ouid=116668010652221171662&rtpof=true&sd=true










https://es.liveworksheets.com/qx1812355tu

https://es.liveworksheets.com/qx1812355tu

https://docs.google.com/document/d/1Hwfe7ojogydV4Fp-sKhMhx9R3LViDx-O-wDAeAIvOlo/edit




35

APPENDIX D

CERTIFICADO ANTIPLAGIO

En mi calidad de Tutor de la monografía “THE ECRIF FRAMEWORK AS A PLANNING

TOOL TO FOSTER ORAL INTERACTION” elaborado por Karen Ivette Briones Cedeño

egresada de la MAESTRÍA EN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS ENSEÑANZA DE INGLÉS PRIMERA COHORTE, de la Universidad

Estatal Península de Santa Elena previo a la obtención del Título de Magister en Pedagogía de

los Idiomas Nacionales y Extranjeros Mención Enseñanza de Inglés, me permito declarar que

una vez analizado anti-plagio URKUND, luego de haber cumplido los requerimientos exigidos

de valoración, el presente proyecto ejecutado, se encuentra con el 1% de la valoración

permitida, por consiguiente se procede a emitir el presente informe. Adjunto reporte de

similitud.

Atentamente

Lic. ITALO RIGOBERTO CARABAJO ROMERO, MSc.

C.I. 0920688876

DOCENTE TUTOR

UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA

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